Device and method for simulating a transportation emergency

ABSTRACT

Devices for simulating a transportation emergency are disclosed. The devices have a base with a framework of interconnected supports extending therefrom as a skeletal portion of a simulated transportation device and defining a chamber configured to receive a human or a medical-training manikin. Within the chamber a seat for receiving the human or the medical-training manikin is disposed. The framework defines one or more openings representative of access openings into the simulated transportation device such that a first responder in-training can receive instructions on how to assist a victim positioned in the simulated transportation device. The framework also defines one or more open frames representative of structural features of the simulated transportation device that block access to the victim such that realistic training occurs. The device may include one or more props such as a telescoping steering column, a prying simulator, a foot pedal unit, and a side impact bar.

RELATED APPLICATIONS

This application is a divisional of U.S. application Ser. No.14/454,103, filed Aug. 7, 2014.

TECHNICAL FIELD

The present patent application relates to transportation device teachingor training tools, and, more particularly, to devices, methods, and kitsfor teaching and practicing transportation device rescue techniques.

BACKGROUND

Emergency situations regularly result from high speed collisions betweenvehicles, especially motor vehicles, and other vehicles and stationaryobjects. In a significant number of severe motor vehicle accidents,occupants who need immediate medical attention become trapped within adamaged vehicle. Often, the occupants cannot be extricated by emergencypersonnel without the assistance of specialized vehicle extractionequipment.

In other situations, conventional entry methods may be blocked,obscured, or otherwise anomalously oriented as compared to the vehicle'snormal operating orientation, for example, if vehicle is turned on itsside, but emergency personnel may nonetheless access the occupants.First responders such as Emergency Medical Services (EMS) personnel,firefighters, and police officers are often the first people at thescene, so it is critical that these individuals are well-trained in theart of vehicle extrication in a wide range of potentialtransportation-related emergency scenarios. Occupant survival may hingeon the skill and preparedness of the first responder.

Conventional training techniques do not adequately prepare firstresponders for the tasks they may face at the scene of a vehicleemergency. One common technique is for the instructor to position amanikin (or another person) in a chair in a classroom, where theinstructor will instruct a trainee and any onlookers to pretend that themanikin is a victim in need of medical attention that is trapped in avehicle. The trainee will then use the rescue techniques learned in theclass on the manikin with the imaginary emergency scenario in mind. Thismethod is flawed in several respects. To start, it heavily relies on theimaginative powers of the trainees to visualize the context of thesimulated environment, and may be ineffective if the trainees do nottake the exercise seriously. Also, the exercise does not provide arealistic training scenario because there are no physical obstacles suchas a vehicle frame, a steering column, a dashboard, and the like thatthe trainee would invariably encounter in a real-world rescue situation.Still further, the method provides limited ability to alter thepositioning of the simulated victim beyond an upright, levelorientation.

Another conventional training technique is to use an actual vehicle forthe exercises, such as a car from a junk yard, that is modified fortraining purposes. This technique is more realistic because the traineeis working within the confines of a motor vehicle and must thereforeovercome physical obstacles to perform the rescue exercise. But thereare also many drawbacks. Like the chair method, the use of an actualvehicle limits the opportunity to alter the orientation of the victimbecause an actual vehicle is too heavy to turn on its side or top, andeven if it were repositioned, it may lack sufficient stability in therepositioned state to safely conduct the training. The sheer size of thevehicle also necessitates an outdoor or garage environment, which isinconvenient if the class is normally held in a classroom. Further,while the trainee actually performing the simulated rescue may have avaluable learning experience, training with an actual vehicle is oflittle benefit to onlookers because the car frame will obscure theirview. This aspect also impairs the instructor's ability to train in theactual vehicle, because the instructor's view may also be obscured, thuslimiting the instructor's capacity to provide meaningful feedback to thetrainee.

It is common for training courses to use a mix of these techniques,where the primary learning takes place in the classroom with a chairsimulation, but the class has one or a few opportunities to practice thetechniques introduced and practiced in the classroom with an actualvehicle. Still, even the combination of these methods does notsufficiently prepare trainees, because training time with the actualvehicle (the more realistic training tool) is limited, and depending onclass size and access to the vehicle, there may not be sufficient timeallotted for each trainee to have a training session in the vehicle, letalone multiple sessions.

Accordingly, those skilled in the art continue to seek improved devicesand techniques to simulate transportation related emergency situationsin the classroom environment to train and prepare EMS personnel andother first responders.

SUMMARY

Devices for simulating a transportation emergency are disclosed. Thedevices have a base with a framework of interconnected supportsextending therefrom as a skeletal portion of a simulated transportationdevice and defining a chamber configured to receive a human or amedical-training manikin. Within the chamber a seat for receiving thehuman or the medical-training manikin is disposed. The framework definesone or more openings representative of access openings into thesimulated transportation device such that a first responder in-trainingcan receive instructions on how to assist a victim positioned in thesimulated transportation device. The framework also defined one or moreopen frames representative of structural features of the simulatedtransportation device that block access to the victim such thatrealistic training occurs. Herein, the devices include the improvementof a telescoping steering column having a steering wheel, whereinlengthening the telescoping steering column positions the steering wheelcloser to or against the chest of the human or the medical-trainingmanikin thereby simulating a collision that pushed the steering columntoward the human or the medical-training manikin.

In another embodiment, the devices include the improvement of a footpedal assembly pivotally mounted to the framework and positionable in anormal operating position and in one or more accident simulationpositions. The foot pedal assembly includes a fastener connectable tothe framework to secure the foot pedal assembly in the normal operatingposition or one of the accident simulation positions.

In another embodiment, the devices include the improvement of a sideimpact strip selectively positionable in any one of a plurality ofpositions across one of the openings representative of an accessopening. In one embodiment, the access opening defines a door openinginto the simulated transportation device and one of the plurality ofpositions is generally centered in the access opening thereby simulatingblocked access to the human or the medical-training manikin.

In another embodiment, the devices include the improvement of a seriesof brackets through which a length of seatbelt material is threaded andis secured to itself proximate the floor of the device and proximate theroof or general shoulder position of a seat. The seatbelt material beingof a length of about 8-12 feet and being replaceable or repositionableafter being cut to remove a human or the medical-training manikin.

In another aspect, a prying simulator is disclosed, which may beconnected to the framework of the device or freestanding. The pryingsimulator includes a housing having a front face defining a horizontalslit bisecting a vertical slit and a rod fixed within the housing in ahorizontal orientation at a position offset from the horizontal slit todefine a gap for receiving an end of a pry tool. In one embodiment, thehorizontal slit bisects the vertical slit above a mid-transverse planethereof and is longer than the vertical slit.

Other aspects of the disclosed devices and methods will become apparentfrom the following description, the accompanying drawings, and theappended claims.

BRIEF DESCRIPTION OF THE DRAWINGS

FIG. 1 is a side plan view of a device for simulating a transportationemergency.

FIG. 2 is a side view of a device for simulating a transportationemergency with a manikin positioned therein.

FIG. 3 is front plan view of the device of FIG. 1.

FIG. 4 is a top plan view of the device of FIG. 1.

FIG. 5 is a side view of a modular section of the device of FIG. 1.

FIG. 6 is a perspective view of one section of the device for simulatinga transportation emergency within an elevator.

FIG. 7 is a front perspective view of a breaking-glass simulator withthe lid thereof in an open position.

FIG. 8 is a top perspective view of the breaking-glass simulator of FIG.7.

FIG. 9 is a front perspective view of the breaking-glass simulator ofFIG. 7 positioned on a waste glass receptacle.

FIG. 10 is a front perspective view of a prying simulator connectable tothe frame of the device of FIG. 1.

DETAILED DESCRIPTION

The following detailed description will illustrate the generalprinciples of the invention, examples of which are additionallyillustrated in the accompanying drawings. In the drawings, likereference numbers indicate identical or functionally similar elements.

Referring to FIGS. 1-4, a vehicle emergency training device, generallydesignated 10, is shown. The device 10 has a body 12 formed of aframework 14 of interconnected horizontal and vertical supports 16, 18that define a base 20 and a skeleton or skeletal portion 22 of the body12. Collectively, the framework 14 defines an interior chamber 24 of thebody 12 that is shaped to simulate the interior cavity and/or cabin of atransportation device such as a car, a truck, a bus, a train, anaircraft, a watercraft, a ski lift, a trolley, and the like, or at leasta portion thereof. The interior chamber 24 of the body 12 may include aseat 26 therein configured to receive a human or a medical-trainingmanikin 28, shown in FIG. 2. The interior chamber 24 may also includeother props 29 such as a steering column 30 and a steering wheel 32,seat belts 68, and a foot petal unit 102 to further mimic the interiorcavity of the transportation device being simulated.

As best seen in FIGS. 3 and 4, the framework 14 may be an openstructure, where the gaps between the supports 16, 18 define one or moreopenings 34, representative of doors, windows, or other features of thesimulated transportation device. The gaps between supports 16, 18 mayfurther define one or more open frames 38 that are not representative ofany specific features of the simulated transportation device, but rathersupply additional portals through which an observer outside the device10 may view the contents of the interior chamber 24. The base 20 may bean open frame 38 that optionally contains a floor 21, shown in FIG. 6.One or all of the openings/open frames 34, 38 may be covered bypanes/panels 40, which may be transparent, to block or obstruct accessto the interior chamber 24 from outside the device 10, or theopenings/open frames 34, 38 may remain open.

Still referring to FIGS. 1-4, the framework 14 may be any of a varietyof shapes and sizes. In one embodiment, the framework 14 is essentiallya hollow rectangular prism or cube, where each of the base 20, a top 36,a front 42, a back 44, and two sides 46, 48 (in FIG. 3, “passenger” side46 and “driver's” side 48) are openings/open frames 34, 38 bounded bysupports 16, 18. In the depicted embodiment, the framework 14 isgenerally a rectangular prism, except that the front 42 includes anangled portion 50 that defines an opening 34 to receive a simulated oractual windshield 52. Alternately, the framework 14 may take any othershape, regular or irregular, so long as the selected design does notinterfere with the functionality of the body 12 as a simulatedtransportation device. For instance, the framework 14 may be structuredto closely mimic the exterior of the simulated transportation device ora portion thereof. The structural components of the framework 14 may becurved or angled, and need not be limited to straight, horizontal andvertical supports 16, 18.

The framework 14 may be constructed of any of a variety of materials.The structural components may be beams of metal such as aluminum, iron,steel, or any other metal of sufficient strength, which may be hollow,to allow the framework 14 to support the weight of the body 12, plus oneor more human users. Alternately, the framework 14 may be constructed ofwood, plastic, PVC, acrylic, or any other sufficiently strong material.The use of materials with a high strength-to-weight ratio, such asaluminum, may be preferable to maximize the support strength of thetraining device 10 while minimizing weight and preserving mobility andease of transport. As will be discussed in more detail below, thestructural components of the framework 14 may be permanently attachedtogether by any known method, or the structural components may beremovably detachable for repeated assembly and disassembly.

The simulated transportation device 10 has an upright orientation wherethe base 20 defined a bottom thereof relative to the surface the deviceis seated on and one or more non-upright orientations where a portion ofthe framework 14 defines a bottom relative to the surface the device isseated on. The upright orientation, shown in FIGS. 1-2, may simulate theconventional positioning of the simulated transportation device 10during normal operating conditions. The non-upright orientation(s)represent emergency scenarios where the simulated transportation device10 has rolled or flipped on its top or one of its sides. To enhancestability in the non-upright orientation(s), any of the top 36, thefront 42, the back 44, side 48, side 48, or other surface of theframework 14 may be substantially planar in shape to better support thedevice 10. In one embodiment, the outer portions of the framework 14intended to serve as potential bottoms include sections of rubber orother materials with relatively high coefficients of friction to provideadded stability in the non-upright orientation(s). The framework 14 mayfurther include additional support rods permanently or releasablyattached thereto (not shown) to provide supplementary support for thetraining device 10 in the upright and/or non-upright orientation(s). Inone embodiment, the training device 10 is light enough, for example lessthan about 350 pounds or less than 300 pounds or less than 250 pounds,such that the device 10 is readily manually repositionable between theupright and the non-upright orientation(s) by one individual or a fewindividuals.

The base 20 of the framework 14 may include a plurality of wheels 54 orrollers to enhance the mobility of the training device 10, facilitatingconvenient transport by one or a few individuals. The wheels 54 may beattached directly to the base 20, or the wheels 54 may be attached tolegs 56, and the legs 56 may be attached to the base 20. One or more ofthe wheels 54 may include a brake (not shown) for enhanced safety torestrict the movement of the training device 10 when in use. The wheels54 may be mounted on rotatable carriers 55 to permit swiveling of thewheels 54 for a greater range of motion during transport.

In one embodiment, the legs 56 are adjustable to various heights, suchthat when the legs 56 are set at equal heights, the body 12 (in theupright configuration) is generally level relative to the ground/supportsurface, but when the legs 56 are set at different heights, the body 12is tilted at an angle relative to the ground/support surface. Forexample, with reference to FIGS. 2 and 3, if the legs 56 seen in FIG. 1were raised by two feet (corresponding to the left leg 56 of FIG. 3),but the legs 56 opposite the depicted legs 56 (corresponding to theright leg 56 of FIG. 3 and not seen due to perspective of FIG. 2)remained unadjusted, then the entire body 12 would be tilted toward the“driver's” side 48, and the central legs 56 shown in FIG. 3 would beelevated off the ground/support surface.

Thus, by variously adjusting the heights of one or more legs 56, manydifferent tilt angles of the body 12 can be achieved to simulate avariety of emergency scenarios of the simulated transportation devicewhile maintaining the training device 10 in the upright orientation.Further, the base 20 of the framework 14 may include the legs 56 for thetilting functionality even without the wheels 54. The legs 56 mayfunction by any mechanism of length adjustment known in the art,including but not limited to a system of telescopic tubes with aplurality of holes drilled therein to define different height settings,coupled with a bar to retain the tubes at the desired height setting(not shown). The legs 56 may be adjustable to any maximum height, withany number of intermediate height settings less than the maximum height,but the maximum tilt angle should be less than about 45 degrees toensure stability of the device 10 in the tilted stated. Further, itshould be understood that other aspects of the framework 14, such as thesupports 16, 18, may include extendable tilting mechanisms analogous tothe legs 56 for use in the non-upright orientation(s). The trainingdevice 10 may also include counterbalance mechanisms (not shown) such assupplementary support bars or weights to further enhance stability inthe tilted orientations, or the device 10 may be tied to an externalstructure for added support.

As earlier described, some or all of the openings/open frames 34, 38 ofthe framework 14 may include panels 40 therein or thereon. The panels 40complement the framework 14 to more fully encapsulate the interiorchamber 24 of the body 12, thus contributing to a more realisticsimulation environment by restricting the trainee's ability to extendhis/her body through the openings/open frames 34, 38 and forcing thetrainee to perform rescue techniques within the relatively confinedspace of the interior chamber 24, just as the trainee would likely facein an actual emergency scenario.

In one embodiment, the base 20, the top 36, the back 44, and the front42 have panels 40, but the sides 46, 48 do not. The sides 46, 48 mayinclude hinged panels (not shown) to represent doors of the simulatedtransportation device. As shown in FIG. 1, one option to simulate anobstruction at the sides, such as a crushed in or jammed door, is toselectively position a side impact strip 110 in one of severalpre-selected positions 112, which may be defined by holes for receivinga fasteners or posts, hook and loop material, snaps, or other fastenersfor attaching the side impact strip to the framework 14, where the sideimpact strip blocks access to the manikin. In FIG. 1, fasteners 114couples the side impact strip 110 to the framework. One or more of thepre-selected positions 112 may represent the position of the post of avehicle that separates a front door from a back door to provideextraction training by simulating various size door openings.

The panels 40 may be permanently attached to the framework 14, forinstance with welds, rivets, and the like, or the panels 40 may beremovably detachable from the framework 14, for instance with a systemof threaded bolts and nuts, magnetic attachments, a system of latches,hook and loop material, ties, and/or snaps, and the like. It should beappreciated that any mechanism of permanent or removable attachment maybe used to attach the panels 40 to the framework 14 without departingfrom the scope of this disclosure, and that different panels 40 withinthe same training device 10 may be attached with different mechanisms.The panels 40 may attach to the framework 14 along the outer surface ofthe open frames 34, 38, the interior cavity surface of the open frames34, 38, or at intermediate point within the width of the open frames 34,38. In one embodiment, the panels 40 attach to inset portions of theopen frames 34, 38 with depths approximately equal to the thickness ofthe panels 40, such that when the panels 40 are installed on theframework 14, the outer surfaces of the open frames 34, 38 and the outersurfaces of the panels 40 form generally smooth sides of the trainingdevice 10.

The panels 40 may be solid pieces of material that block the passage oflight, such as pieces of sheet metal, wood, plywood, cardboard, opaqueplastic, and the like, or the panels 40 may be formed in whole or inpart with transparent or translucent material such as Lexan®,plexiglass, safety glass, translucent plastic, and the like. Thewindshield 52 may be formed in the same way and of the same materials asthe panels 40. Different panels 40 within the same training device 10may have different construction in terms of both transparency andmaterials. In one embodiment, as seen in FIG. 3, the panels 40 have a“picture frame” construction, where a windowpane 58 of a first,translucent material is bounded about its perimeter by a border 60 of asecond, more durable material, thus preserving the “see-through”functionality of a transparent panel 40 while simultaneously enhancingthe durability of the panel 40 at its edges.

The more openings/open frames 34, 38 of the training device 10 that havetransparent/translucent panels 40 (or remain uncovered), the betteroutside observers may perceive training exercises being conducted in theinterior chamber 24 of the body 12. Thus, an instructor may initiate atraining exercise for a trainee, and then observe the trainee'scompletion of the task from any of a variety of angles by moving aroundthe training device 10 and watching through the various openings/openframes 34, 38. The instructor may then provide meaningful, detailed,real-time feedback to the trainee. Further, other class participants maysimilarly observe the trainee to learn from the trainee's actions duringthe exercise.

To further enhance the effectiveness of the training device 10 as alearning tool, the interior chamber 24 of the body 12 may be configuredto visually mimic the interior cavity and/or cabin of a transportationdevice or a portion thereof. For example, to simulate a passenger car,the body 12 may be alternately sized to contain a single seat 26 (thedriver's seat only) or two seats 26 (front driver and passenger seats),or even more seats (back seats). The number and orientation of the seats26 depends on the type of the subject transportation device, the targetsize of the training device 10, and the desired level of realism. Asseen in FIG. 1, the seat 26 may be an actual seat taken from the subjecttransportation device, including characteristic aspects such as aheadrest 62, back support 64, cushion 66, and safety belt 68, but theseat 26 may alternately be a desk chair, a box, and the like (not shown)that is placed within the body 12 to represent a vehicle seat. The seat26 may be securely attached (permanently or removably) to the framework14 of the body so that the seat 26 remains in position whether thetraining device 10 is in the upright orientation (including tiltedorientations) or the non-upright orientation. The medical-trainingmanikin 28 (or a human) may be secured to the seat using the safety belt68.

The manikin 28 may include mechanical or electrical features (not shown)designed to simulate an emergency victim's vital signs or othercharacteristics to enhance the training experience by providingreal-time feedback to the user related to the effectiveness of thesimulated rescue attempt. For example, if the user makes a choice thatwould aggravate the victim's injuries, the manikin may provide feedbackby way of a video monitor (which may be attached to the framework 14 ofthe training device 10), sound effects, or other signals to indicate thelikely consequences of the trainee's rescue activities in an actualemergency situation.

The interior chamber 24 of the body 12 may include any number of props29 to further enhance the realism of the training device 10 by addingcommon obstacles likely to exist in an actual emergency situationinvolving the simulated transportation device, or to otherwise enhancethe look and feel of the simulation. The steering column 30 and thesteering wheel 32 of the embodiments of FIGS. 1-4 are two such props 29,but any number of other props 29 may also be included in addition to orinstead of the steering column 30 and steering wheel 32, such as asimulated rearview mirror, a foot pedal unit 102, seatbelts 68, adashboard, a glove compartment, a central console between the seats 26,air bag 27, a child car seat, a breaking-glass simulator 76 (FIGS. 7-9;discussed below), a prying simulator 130 (FIG. 10; discussed below) andthe like. Each prop 29 may be securely attached (permanently orremovably) to the framework 14 or other aspects of the interior chamber24 of the body 12 so that the prop 29 remains in position whether thetraining device 10 is in the upright orientation (including tiltedorientations) or the non-upright orientation. Additional props 29 may beincluded that are intentionally not secured to the framework 14 torepresent articles such as packages, books, coats, and the like that maybe present in the simulated transportation device and would likely shiftin position in an actual emergency situation.

The air bag 27 (FIGS. 1 and 6) is shown in the steering wheel 32, butthere may be additional air bags in other locations within the body 12,including the passenger side dash or side panels within the body 12 ifpresent. The air bags may be inflatable and deflatable by any means forinflating and deflating air bladders, including any type of manual orelectric pump, such that the air bag is repeatably deployable formultiple simulation events.

The steering wheel 32 as shown in FIG. 1 is attached to a telescopingsteering column 30 that provides a plurality of positions forlengthening the steering column, which places the steering wheel closeror further from the driver or a manikin in the driver's seat. Theability to lengthen the steering column 30 is advantageous because itallows the simulation of an accident that has pushed the steering columntoward the driver or a manikin. As shown in FIG. 1, the telescopingsteering column 30 includes a sleeve 240 connected to the steering wheel32 and a post 242 connected to the framework 14. In an assembled state,the sleeve 240 is seated on the post 242 and is fastened thereto by afastener 244 to position the telescoping steering column in any selectedposition along the length of the post 242. In an alternate embodiment,not shown, the post may be attached to the steering wheel 32 and thesleeve may be attached to the framework 14.

Whichever of the post 242 or the sleeve 240 is attached to the framework14, is pivotally connected to the framework 14 and is movable between aplurality of positions changing the angle of the steering column 30relative to the driver's seat. To secure the steering column 30 in oneof the plurality of positions, the framework 14 may include apositioning member 246 proximate the post 242 or the sleeve 240depending upon which one is attached to the framework 14 and includes afastener 248 and/or holes 250 (for receiving a fastener) to secure thepost 242 or the sleeve 240 to the positioning member 246 therebydefining the angle relative to the driver's seat.

The foot petal unit 102 shown in FIGS. 1 and 3 is pivotally mounted tothe framework 14 and is positionable in a normal operating position andin one or more accident simulation positions. The foot pedal unit 102includes one or more pedals 260 (gas, brake, clutch pedals) mounted on asupport strip 262 pivotally attached to the framework 14. The supportstrip 262 may extend across the entire space between parallel, verticalsupports 18 as seen in FIG. 3 defining the driver's section 70 b or mayextend partially across the space there between. As seen in FIG. 3, whenthe support strip 262 extends across the entire space, a first end 264may include a pivot 265 connected to one of the vertical supports 18 andthe second end 266 may include a fastener 267 for connecting the supportstrip 262 to the framework 14 in the normal operating position or one ofthe accident simulation positions. The fastener 267 may be a screw,bolt, clamp, or the like. In one embodiment, the fastener 267 is aspring-loaded pull pin that stays connected to the support strip 262 andseats in a whole in the vertical support 18 that is adjacent thereto.

The normal operating position is one in which the foot pedals areoriented at an angle relative to the floor of the training device 10found in typical vehicles. A crash position may be an angle above orbelow the angle that represents the normal operating position. In oneembodiment, an accident simulation position disposes the gas pedalwithin a range of about horizontal to ninety degrees above horizontaland horizontal to about forty-five degrees below horizontal for a totalrange of motion of about 135 degrees. This provides for ease ofplacement of at least one foot of the driver under the foot pedal unit102, which may be then rotated to place at least one of the foot pedalsagainst the foot of the driver thereby simulating a collision thatwedged a foot of the driver under a pedal, as well as otherpossibilities. The crash positions may include angled positions relativeto the normal position that increase the angle relative to the floor ofthe training device by increments of about 2 degrees to about 5 degrees,or about 5 degrees to about 10 degrees.

As shown in FIG. 1, seatbelt 68 is easily replaceable by threading alength thereof through a series of strategically positioned openbrackets 69 a, 69 b, 69 c and the ends thereof secured to anotherportion of the seatbelt by a threadable fastener 71. A first bracket 69a is mounted to the framework 14 where it defines a portion of the floorof the training device 10 adjacent to a right side of the seat 26,relative to the left and right of the human as if sitting in the seat,to define a first loop, a second bracket 69 b mounted to the framework14 where it defines a portion of a floor adjacent to a left side of theseat to define a second loop, and a third bracket 69 c mounted to theframework 14 proximate the right shoulder portion or the left shoulderportion of the seat 26, passenger versus the driver in the U.S. and viceversa in other countries, to define a third loop. A continuous length ofseatbelt material passes through the first loop defined by the firstbracket 69 a and is fastened to itself, the length of seatbelt thenpasses through the second loop defined by the second bracket 69 b, andpasses through the third loop defined by the third bracket 69 c andagain after leaving the third bracket is fastened to itself. A firstbuckle 71 for fastening the seat belt material to itself proximate afirst end of the seat belt material and a second buckle 71′ forfastening the seat belt material to itself proximate the second end ofthe seat belt material is also included. The seatbelt material withinthe brackets from the first to the third bracket may be at least about8-15 feet in length. The seatbelt material may be provided in separatediscrete strips or a roll mounted to the device or proximate the deviceto replace a portion cut therefrom.

The training device 10 may have a modular construction. In oneembodiment, each of the structural components of the framework 14 may beremovably detachable from the others, such that the entire body 12 canbe deconstructed into a plurality of separate supports 14, 16, panels40, wheels 54, legs 56, seats 26, props 29, and the like that canreadily be manually assembled into the device 10. The components may bedetachably assembled using any known method, such as a system of boltsand nuts, mating male/female threaded connectors attached/bored into tothe components, a system of clasps, ties, snaps, and the like. Thus, thetraining device 10 may be stored and/or readily transported in adisassembled format, reducing the amount of space that the trainingdevice 10 occupies when not in use. In one embodiment, the trainingdevice 10 is a kit of the these and other components, optionallyincluding the manikin 28, to be assembled into the structures describedabove for use. Such a kit may include a plurality of various props 29 tobe selectively incorporated separately or together within the trainingdevice 10.

Alternately, referring now to FIGS. 3-5, the framework 14 of thetraining device 10 may be formed by the union of two or more distinct,complementary framework sections 70 a, 70 b that removably attachtogether to form the framework 14. The embodiment of FIG. 3 has twosections 70 a, 70 b jointed at the center 72 of the framework, whereeach section 70 a, 70 b forms approximately half of the completeframework 14, but the sections need not partition the framework 14 intoequal portions. Section 70 a is the passenger section and section 70 bis the driver section in FIGS. 3 and 4. FIG. 5 is a side view of section70 a (without the seat 26) showing the detail of the portion of thesection 70 a that interfaces with the section 70 b. When viewing FIG. 5,it should be appreciated that in this perspective, the supports 16, 18that show parts of the base 20, the front 42, and the back 44 of theframework 14 are in a first plane that forms part of the center 72 ofthe framework 14, but the supports that correspond with top 36 andangled section 50 are in a second plane (depressed into the page) thatcorresponds with the “passenger” side 46 of the framework 14 (see FIG.3).

The constituent supports 16, 18 within each section 70 a, 70 b may bepermanently coupled, for example with welds and/or rivets and the like.Portions of each section are designed to interface with the othersection(s) for releasably, removable connect to one other. In theembodiment of FIG. 5, the interfacing supports 16, 18 of section 70 acontain a plurality of bores 74 therethrough, and the correspondingsupports 16, 18 of section 70 b (FIG. 3) also contains a plurality ofbores 74 at analogous locations along the supports 14, 16. A system ofnuts and bolts (not shown) may then be used to securely attach thesections 70 a, 70 b together where the bolt traverses the supports 16,18 of each section 70 a, 70 b through the bores 74, and the nut istightened to fix the bolt in place. Alternately, sections 70 a, 70 b maybe releasably attached together by any other known mechanism, forexample a series of latches, ties, clasps, and the like. While thedepicted framework 14 has only two sections 70 a, 70 b, it should beunderstood that the framework 14 may have any number of sectionsnecessary to construct the entire training device 10. Also, the othercomponents of the training device 10 may variously be permanently orreleasably attachable to the sections as earlier described.

As described above with respect to the framework 14 as a whole, theframework sections 70 a, 70 b may include openings/open frames 34, 38that may have panes/panels 40 permanently attached or removablydetachable thereto. Further, as shown in FIGS. 3 and 4, two or moresections 70 a, 70 b may jointly define one or more openings/open frames34, 38, such that the complete opening/open frame 34, 38. For suchjointly-defined openings/open frames 34, 38, an associated pane/panel 40may be attached to more than one, or all, of the associated sections.

The sections 70 a, 70 b may be sized and shaped to facilitate efficienttransport through building corridors. For example, the fully-constructedframework 14 may be too large to fit through a standard 2.5 to 3.5 footdoorway or into an elevator, but the sections 70 a, 70 b may be able topass through without issue as shown in the photograph included as FIG.6. Further, as seen in FIG. 3, each section 70 a or 70 b may have astable base of wheels 54 such that each section 70 a, 70 b may rollindependently even when detached from the framework 14 as a whole. Inone embodiment, each section 70 a, 70 b has a maximum length of aboutfive feet and a maximum width of about three feet such that each section70 a, 70 b may both pass through doorways and corridors and also fitwithin standard-sized passenger elevators. In another embodiment, someor all of the horizontal supports 16 are hingedly movable or rotatableabout the vertical supports 18 to which they attach, thereby allowingthe sections to “fold up” into a generally linear configuration whereall the horizontal supports 16 are generally parallel with each other,further enhancing transportability. Thus, the section system allows foreasy transport between classrooms or other rooms in a building withoutrequiring complete disassembly of the framework 14 before transport.

In one embodiment, a kit is provided that includes at least twoframework sections 70 and the seat 26, where the framework sections 70a, 70 b and seat 26 may be removably attached to each other to form thetraining device 10 as previously described, including all of thedisclosed features. The kit may also include other components, such asany number of panes/panels 40, props 29, manikins 28, and the like foruse with the training device 10.

In one embodiment, the kit also includes a top 36 is seated on sections70 a, 70 b (and others if present) when the sections are attached to oneanother. This is best seen in FIG. 4. The top 36 includes a firstsection 80 representative of a roof portion (panel 40) of the simulatedtransportation device 10 and a second section 82 representative of awindshield 52 of the simulated transportation device 10. The roofportion (panel 40), the windshield 52, or both may include a transparentpanel of material.

The structure of the training device 10 having been described, a methodfor using the device 10 to train a trainee will now be disclosed.

The training device 10 may be transported to a selected use locationsuch as a classroom where an instructor and/or at least one traineeintend to use the device 10. If the framework 14 of the device 10 istransported in a disassembled state, the constituent parts may betransported to the use location and assembled therein as earlierdescribed. If the framework 14 of the device 10 has sections 70 a and 70b, each section may be separately transported to the use location, andall sections may then be assembled to form the framework 14. If thedevice 10 includes wheels 54, the device 10 or the sections 70 a, 70 b,as appropriate, may be transported by rolling. Once in location, thewheels 54 may be locked to prevent further movement of the device 10.

If not already attached to the framework 14, the seat(s) 26 and theprops 29 (if any) may be attached to the framework 14. If a manikin 28(or a human volunteer) is to be utilized, the manikin 28 may bepositioned on the seat 26, and the seatbelt 68 may be secured. If notalready attached to the framework 14, the panels 40 (if any) may also besecured to the framework 14 as earlier described.

The body 12 of the device 10 may be positioned in the uprightorientation or a non-upright orientation as desired by the instructorand/or trainee. If the device 10 includes legs 56 or other adjustablemechanisms capable of tilting the body as earlier described, thepositioning of the device 10 may be further adjusted to the desired tiltangle.

With the training device 10 assembled in the use location and orientedas desired, training may begin. The instructor may demonstrate rescuetechniques, or give the trainee instructions to “rescue” the manikin,and the trainee may then attempt to make the rescue as the instructorobserves and/or provides feedback. If the training device 10 includes oris used in conjunction with the breaking glass simulator 76 (describedbelow), the method may include the step of breaking a piece of breakablematerial in a controlled environment. Other trainees may also observethe exercise by viewing the simulated rescue through the openings/openframes 34, 38 and/or through any transparent panels 40. Alternately, oneor more trainees may use the device 10 without an instructor to practicerescue techniques.

When use of the training device 10 is complete, the components of thetraining device 10 may be detached from each other as appropriate andtransported to a storage location or to another classroom in the samemanner as described above with respect to transporting the device 10 tothe use area.

Instead of using the training device 10 to simulate rescue of a trappedoccupant in a transportation device, the device 10 may alternately beused to teach and learn techniques for extricating oneself from atransportation device in an emergency situation. In this case, thetraining device 10 may be transported and assembled as earlierdescribed, except that instead of inserting the manikin 28 in the seat26, the trainee enters the device 10 (preferably in the uprightorientation) and straps himself/herself to the seat 26 with the seatbelt68. The device 10 may then be adjusted to a rolled and/or tiltedorientation by an instructor or other person, and the trainee may thenpractice techniques for safely escaping the device 10.

Referring now to FIGS. 7-9, the training device 10 may include thebreaking-glass simulator 76 as a prop 29, or as a separate apparatus foruse in conjunction with the training device 10, to provide trainees withthe opportunity to practice glass breaking techniques used in actualemergency situations to safely remove glass in a controlled manner fromtransportation devices at the scene of an accident. A rescuer will oftenuse a window punch, which is essentially a small, pointed tool designedfor this purpose. In an actual emergency, intentionally breaking-glassprior to rescue lessens the risk of injury to the emergency victimand/or rescuer from inadvertent glass breakage during the course of therescue by preemptively eliminating or reducing the potential hazard.

The inherent risks involved with shattering glass and handling theresultant shards of broken glass make glass breaking techniquesdifficult to simulate in a classroom environment. Common teachingmethods, such as practice with an actual vehicle, do not significantlyminimize these risks. Thus, a breaking-glass simulator 76 is disclosedwhich provides an opportunity for trainees to safely use a window punch(or other glass-breaking tool) to break actual samples of breakablematerial in a classroom environment. The breaking-glass simulator 76 maybe used with or without the training device 10.

The breaking-glass simulator 76 shown in FIGS. 7-9 is a container withan exterior surface 77 defining an inner chamber 78 with a base 86, aplurality of sides 88, and a lid 90. At least one of the sides 88 mayhave a transparent panel 80 that includes a hole 82 sized to receive aglass-breaking tool to brake a sheet of breakable material enclosedwithin the simulator 76. The inner chamber 78 of the simulator 76 mayhave one or more receiving members 84 (FIG. 8) for receiving a sheet ofbreakable material such as glass and a ledge 87 (which may be a portionof the base 86 or the receiving members 84) that supports a portion ofthe sheet of breakable material. The sheet of breakable material may bean actual section of tempered glass from a car window or windshield, orit may be another breakable or fragile material such as a piece ofceramic and the like.

The receiving members 84 may be rails, guides, channels, or the likeattached to or integral with the surface of the chamber 78. In anotherattachment, the receiving member(s) 84 may be one or more clamps, ties,hook-and-loop connectors (Velcro®), or other fasteners to retain thesheet in position.

Regardless of the type and number of receiving members 84, in allembodiments, the receiving member(s) 84 needs to be positioned such thatthe sheet of breakable material when enclosed in the simulator 76 ispositioned proximate to the hole 82 such that the tool has access to thesheet of breakable material to brake it. Thus, a trainee may pass awindow punch or other tool through the hole 82 to contact and break thesheet of breakable material, and the resultant pieces of the brokensheet are safely contained within the inner volume 78 of the simulator76. The hole 82 may be large enough to facilitate the passage of thewindow-contact portion of a window punch or other window-breaking tool,but also small enough that shards of the broken breakable material willnot be able to readily pass through and escape the breaking-glasssimulator 76 during use. In one embodiment, the hole 82 has a maximumwidth of about two inches at its widest expanse. The portion of thesimulator 76 that includes hole 82 may be a transparent panel 80 set ina frame 89. This is advantageous because the trainee can see theplacement of the tool and whether the sheet has broken.

As shown in FIGS. 7-9, the simulator 76 contains the glass shardsbecause it includes lid 90 and, optionally, a waste glass receptacle 92(FIG. 9). The lid 90 may be a hinged panel to facilitate opening andclosing the simulator 76 to access the chamber 78 to replace and/orremove the used/broken sheets of breakable material with an unbrokensheet. Alternately, the lid 90 may be permanently affixed to the sides88 in a closed position. If the lid 90 is permanently closed, it mayhave a slit (not shown) therethrough to facilitate insertion of thesheet of breakable material into the receiving members 84, and the slitmay have a barrier, such as a plurality of bristles, a hinged flapbiased in a closed position, an insertable cap, or other mechanism togenerally seal the inner chamber 78 to prevent shards of broken sheetmaterial from passing through the slit during use.

The base 86 may be a solid panel to prevent passage of pieces of brokenbreakable material, or the base 86 may be wholly or partially open,which permits broken pieces to freely fall out of the inner chamber 78.If the base 86 is open, the breaking-glass simulator 76 may be used inconjunction with a waste glass receptacle 92 (FIG. 9) to receive thebroken sheets after use. The waste glass receptacle 92 may increase thestorage capacity for broken sheet material and thus facilitate repeateduse of the simulator 76. The breaking-glass simulator 76 and/or thewaste glass receptacle 92 may have a door (not shown) to facilitateremoval of broken sheet material.

In one embodiment, the breaking-glass simulator 76 is generallyrectangular prismatic in shape, but it may alternately take any shape,including cylinders and other shapes with curved sides. The simulator 76may be a free-standing apparatus, or it may be affixed to an externalsupport, such as the training device 10 or the waste glass receptacle92. The breaking-glass simulator 76 may be made of any material, but maypreferably be formed of a material such that the inner chamber 78 maysafely contain broken sheet material without puncturing, ripping, orbreaking. For example, the simulator may be made of metal, wood,plastic, and the like, or combinations thereof. The transparent panel 80may be constructed of Lexan®, plexiglass, transparent plastic, acrylicor another translucent materials, and may preferably be formed of amaterial that does not easily shatter so as to minimize the risk ofbreakage and injury if the trainee misses the hole 82 and insteadstrikes the transparent panel 80 with the window punch.

To use the breaking-glass simulator 76 of FIGS. 7-9, the lid 90 isopened and a sheet of breakable material is inserted into the receivingmembers 84 of the inner chamber 78 of the simulator 76. The lid 90 isthen closed. A trainee equipped with a window punch (or other glassbreaking tool) inserts the window punch through the hole 82 of the frame89 to breaks the sheet of breakable material using the techniqueslearned in class, and the broken pieces are contained within thesimulator 76. The breaking-glass simulator 76 is then opened to safelydispose of the broken pieces.

Referring now to FIG. 10, the training device 10 may include a pryingsimulator 200 as a prop 29, or as a separate apparatus for use inconjunction with the training device 10, to provide trainees with theopportunity to practice prying techniques such as prying open a vehicledoor or other portions of a vehicle that are typically metal. The pryingsimulator 200 is a container 202 defining an inner chamber 204 andhaving a front face 205 defining a horizontal slit 206 bisecting avertical slit 208. Housed within the container 202 is a rod 210 orientedhorizontally therein at a position offset from the horizontal slit 206to define a gap 212 for receiving an end of a pry tool 214. In theembodiment in FIG. 10, the rod 210 is positioned above the horizontalslit 206. In another embodiment, the rod 210 may be positioned below thehorizontal slit 206 to define a gap for receiving an end of the pry tool214. The rod 210 may be generally centered within the container. In theembodiment of FIG. 10, the rod 210 is centered relative to the width (W)of opposing side panels 216 thereof.

The vertical slit 208 is wider than the horizontal slit 206 and istypically proportioned to be large enough to receive the end of atypical pry tool 214 used by firefighters, emergency responders, policeofficers, and the like. Additionally, the horizontal slit 206 istypically longer than the vertical slit 208 and is dimensioned toreceive a sheet of pryable material 222, which is generally a thin, flatsheet of material. As noted above, the horizontal slit 206 bisects thevertical slit 208 and as seen in FIG. 10, the bisection may occur at aposition above a mid-transverse plane M of the vertical slit 208. Inanother embodiment, the horizontal slit 206 may bisect the vertical slit208 at the mid-transverse plane M. The horizontal slit 206 is generallydimensioned to be about 5 in to 6 in long and about ⅛ in to ⅜ in wide.In one embodiment, the horizontal slit 206 is about 5 and ⅞ in long andabout 3/16 in wide.

In one embodiment, as shown in FIG. 10, the container 202 may include alid 218 hingedly connected thereto by hinge 219 and a fastener 220 forsecuring the lid in a closed position. The fastener may be a latch, aclamp, a tie, a hook-and-loop connector (Velcro® material), or otherfastener to retain the lid 218 in the closed position. The lid 218facilitates opening and closing the prying simulator 200 to access thechamber 204 to remove the bent sheet of material after being pried bythe pry tool 214.

The sheet of pryable material 222 may be a piece of materialrepresentative of the type of material typically found in the particulartype of vehicle the training device is intended to represent. In oneembodiment, the piece of material is a generally a thin, flat sheet ofmaterial having dimensions of about 1 in by 5 in by 1/16 in to about 2in by 6 in by ⅛ in. In one embodiment, the sheet is an aluminium orsteel sheet having dimensions of about 1 and ⅝ in by about 5 and ⅝ in byabout 1/16 in.

In one embodiment, the prying simulator 200 is generally rectangularprismatic in shape, but it may alternately take any shape, includingcylinders and other shapes with curved sides. The prying simulator 200may be a free-standing apparatus, or it may be affixed to an externalsupport, such as the training device 10. As illustrated in FIG. 1, thetraining device, on one of the supports, may include an attachment site230, which may comprise one or more holes in the support to receiveposts, fastener, screws, bolts, rivets, or the like from or through thecontainer 202 or may comprise one or more posts, fasteners, bolts,rivets, or the like passing through or extending from the support forconnection to the container 202. In FIG. 1, the attachment site 230 isillustrated as a pair of headed posts 232 and in FIG. 10 the container202 is illustrated as having a pair of slots 226 that may each have agenerally larger end 227 for receiving the head of one of the posts 232and a thinner portion extending away there from sized to receive thestem portion of the post 232. This is one possible connection that makesthe container 202 easily removable and returnable to the attachment site230. In another embodiment, the container 202 may simply include one ormore holes 228 in a panel thereof such that the container 202 may bebolted, screwed, riveted, or the like to the training device 10.

The prying simulator 200 may be made of any material durable enough notto bend or deform in response to the prying activity of the users. Forexample, the simulator may be made of metal such as steel and/oraluminum, but is not limited thereto.

To use the prying simulator 200 of FIG. 10, a sheet of material 222 isinserted into the horizontal slit 206 in the front face 205 of thecontainer 202 and a pry tool 214 is inserted into the gap 212 betweenthe sheet of material 222 and the rod 210. Then the user applies a forceto the pry tool 214 directing the force toward the sheet of material 222with one end of the pry tool 222 secured against the rod 210 forleverage. The user applied the force until the sheet of material 222 isbent enough that it falls from the vertical slit 206 into the chamber204 defined by the container 202. To empty the container 202 of one ormore bent sheets of material 222, the lid 218 is moved to an openposition and the bent sheets of material 22 are removed therefrom.

Although various aspects of the disclosed emergency training device havebeen shown and described, modifications may occur to those skilled inthe art upon reading the specification. The present application includessuch modifications and is limited only by the scope of the claims.

What is claimed is:
 1. A device for simulating a transportationemergency comprising: a base; a framework of interconnected supportsextending from the base as a skeletal portion of a simulatedtransportation device and defining a chamber configured to receive ahuman or a medical-training manikin; a seat, for receiving the human orthe medical-training manikin, disposed within the chamber; a telescopingsteering column defining a plurality of positions that change the lengthof the steering column and having a steering wheel at a first end;wherein the framework defines one or more openings representative of anaccess opening into the simulated transportation device and one or moreopen frames representative of structural features of the simulatedtransportation device that block access to the chamber; wherein one ofthe plurality of positions is pre-selected to position the steeringwheel against the chest of the human or the medical-training manikin,thereby simulating a collision that pushed the steering column towardthe human or the medical-training manikin; and a foot pedal assemblypivotally mounted to the framework and pivotal to a normal operatingposition or to any of one or more accident simulation positions; wherethe foot pedal assembly includes one or more pedals mounted on a supportstrip which extends partially or entirely across the space betweenparallel vertical supports defining a driver's section of the frameworkand has a pivotal range of motion including from horizontal to about 45degrees below horizontal; wherein a first accident simulation positionincludes pivoting the foot pedal assembly to a position within the 45degrees below horizontal that places at least one foot pedal against afoot of the human or the medical training manikin.
 2. The device ofclaim 1, wherein the telescoping steering column includes a sleeveconnected to the steering wheel and a post connected to the framework,wherein the sleeve is seated on the post and is fastened to the post bya fastener that positions the telescoping steering column in any one ofthe plurality of positions that change the length of the steeringcolumn.
 3. The device of claim 2, wherein the post is pivotallyconnected to the framework and is movable between a plurality ofpositions changing the angle of the steering column relative to theseat.
 4. The device of claim 3, wherein the framework includes apositioning member proximate the post and including a fastener or holesfor receiving a fastener to secure the post to the positioning memberthereby defining the angle of the post relative to the seat.
 5. Thedevice of claim 1, wherein the pivotal range of motion includes fromhorizontal to about 90 degrees above horizontal.
 6. The device of claim1, wherein the foot pedal assembly includes a fastener connectable toone of the parallel vertical supports of the framework to secure thefoot pedal assembly in the normal operating position or one of theaccident simulation positions.
 7. The device of claim 6, wherein thefastener is a spring-loaded pull pin.
 8. The device of claim 1,comprising a side impact strip selectively positionable in any one of aplurality of pre-selected positions and movable to each of the pluralityof pre-selected positions, wherein one of the plurality of pre-selectedpositions places the side impact strip at a position that blocks accessto either the human or medical-training manikin and another of theplurality of pre-selected positions places the side impact strip at aposition that represents a post separating a front door from a back doorof the device for simulating a transportation emergency.
 9. The deviceof claim 8, wherein the access opening defines a door opening into thesimulated transportation device and one of the plurality of positions iscentered in the access opening.
 10. The device of claim 9, wherein asecond of the plurality of positions is generally proximate, but behindthe seat to simulate the door frame and a third of the plurality ofpositions is generally proximate the front of the door opening tosimulate a partially blocked access opening.
 11. The device of claim 1,further comprising one or more mounting members included with one of theinterconnected supports extending from the base for the attachment of abreaking-glass simulator or a prying simulator, wherein one of thebreaking glass simulator or the prying simulator is attached to the oneor more mounting members.
 12. The device of claim 1, further comprising:a first open bracket mounted to the framework where the frameworkdefines a portion of a floor adjacent to a right or left side of theseat, relative to the left and right of the human as if sitting in theseat, to define a first loop; a second open bracket mounted to theframework where it defines a portion of a floor adjacent the sideopposite the right or left side position of the first bracket to definea second loop; a third open bracket mounted to the framework proximate aleft or a right shoulder portion of the seat to define a third loop; acontinuous length of seatbelt material threaded through the first loopdefined by the first open bracket and fastened on to a first portion ofthe continuous length of the seatbelt material, threaded through thesecond loop defined by the second open bracket, and threaded through thethird loop defined by the third open bracket and again fastened to asecond portion of the continuous length of the seatbelt material afterleaving the third loop; wherein, the continuous length of seatbeltmaterial is replaceable with an additional length thereof from a roll ofcontinuous seatbelt material or with an addition separate discrete stripof continuous seat belt material.
 13. The device of claim 12, furthercomprising a first buckle fastened to the seat belt material proximate afirst end of the seat belt material and a second buckle fastened to theseat belt material proximate the second end of the seat belt material,wherein the first buckle and second buckle are releasably connectable toone another.
 14. The device of claim 1, wherein the telescoping steeringcolumn includes a sleeve connected to the framework and a post connectedto the steering wheel, wherein the sleeve is seated on the post and isfastened to the post by a fastener that positions the telescopingsteering column in any one of the plurality of positions that change thelength of the steering column.
 15. The device of claim 14, wherein thepost is pivotally connected to the framework and is movable between aplurality of positions changing the angle of the steering columnrelative to the seat.
 16. The device of claim 5, wherein the one or moreaccident simulation positions dispose the foot pedal assembly within arange of ninety degrees above horizontal to 45 degrees below horizontal.